EXAMINATION LANGUAGE: GERMAN

After completing the course, students will be able to:

·         understand written and spoken texts of A2-B1 language level, in accordance with the Common European Framework of Languages (CECRL)

·         answer reading comprehension questions regarding these texts,

·         present a summary of their meaning in Greek,

·         produce written and spoken texts of A2 level, in accordance with the Common European Framework of Languages (CECRL),

·         gain essential knowledge of German morphosyntax,

·         process unfamiliar vocabulary by using metacognitive strategies

Teamwork

Respect for diversity and multiculturalism

Promote free, creative and inductive thinking

Search, analyze and synthesize data and information, using the necessary technologies

Adaptation to new situations

Working and collaborating in an international environment

Some indicative sections are:

-Studying at a German-speaking university: looking for and understanding information about departments, curricula, teaching staff, weekly timetables, administrative announcements.

-Familiarization with standard pedagogical terminology.

-How to apply for a job in my field: structure of a CV and a cover letter

METHOD

The communicative method of language teaching is applied, as well as the active experiential approach. Work projects are proposed through the use of new technologies, in the context of an interdisciplinary approach.Emphasis is placed on teamwork. Online collaborations with German and other foreign universities (Friedrich Schiller Universität Jena, Universitäten in Lateinamerika, Universitäten in Ostasien) for the production of material in transnational groups are also carried out.

·         digital presentations

·         videos

·         e-class e-learning platform

·         webmail

Method of evaluation – Concluding based on the following:

Final written examination(70%) (Including:

multiple choice,short answer and essay questions)

Written Assignment(30%)

Evaluation criteria for the written assignment

Language:expression, clarity, vocabulary, morphosyntax (of oral and written language)(50%

Content: precision, originality, completeness of the written assignment (40%)

Structure: Organization, cohesion (10%)

Students are informed about the evaluation criteria.

Bovermann M., Georgiakaki M., Lymperakakis P., (2014).Lesetraining B1+.

Christos Karabatos Editors

2. Related bibliography

Georgiakaki  M. (2014).TreffendA2+. Christos Karabatos Editors

KoukidisS., (2018).Γερμανική Γραμματική και Συντακτικό στα ελληνικά.

Praxis-KoukidisEditions

Koukidis S.,(2018).Das große deutsche Übungsbuch.

Praxis-KoukidisEditions

The final written examination will beadministeredonline, remotely and synchronously, on a predetermined date, in the e-class e-learning platform. It will be proctored using an MS Teams live session. Students need to be connected with their academic credentials, position their cameras so that they can be seen and mute their microphones. Before the exam, they should present their student ID in order to be identified.

Background, GeneralKnowledge, Scientific Area, Skill Development

By the end of the course, students would be able to:

• plan and organize teaching/learning procedures concerning science lessons in Primary Education, articulating the main objectives and the expected learning outcomes, and taking into account students’ ideas concerning  the most common science topics (MA7 ).

• develop a scientific mentality, which could help them to plan and carry out effective methods for teaching science, as well as, to promote critical and creative thinking and inquiry learning (MA6).

• use properly the main teaching tools, models and strategies of science education in order to transform scientific knowledge into school knowledge, while promoting self-active and collaborative learning (MA4, MA6).

• understand the complexity of their mission as science educators and to realize the possibilities of their role as teachers in Primary Education (MA1).

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

ICT Use

Teamwork

Project design and management

Critical thinking

Promoting free, creative and inductive reasoning

LESSON 1: Introduction to science education

LESSON 2: The scientific method I.

LESSON 3: The scientific method II

LESSON 4: The scientific method III

LESSON 5: Learning theories in science education I.

LESSON 6: Learning theories in science education II

LESSON 7: The socio-cultural approach in science education

LESSON 8: Students’ ideas about concepts of sciences

LESSON 9: Teaching tools in science education I.

LESSON 10: Teaching tools in science education II

LESSON 11: Teaching models I – The discovery and inquiry models

LESSON 12: Teaching models II – The constructivistic model

LESSON 13: Presentations of teaching processes

• Use of PowerPoint, videos and simulations of  activities and experiments
• Emails

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographicresearch& analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

Language: Greek

I. Written final exam (70%)

Includes:

– Development, Multiple Choice, Matching, or True / False Questions

– Management of applications related to daily situations or situations that appear in primary school books

– Evaluation of particular data, drawing conclusions with justification

II. Work Preparation (30%)

Includes:

Designing of  a teaching process, supporting its effectiveness and justifying the strategies and tools used

Evaluation criteria:

• Correctness and completeness of the answers.

• Clarity and consistency of argumentations, interpretations and justifications.

·         Accuracy and completeness in data management.

• Halkia, K. (2011) Teaching sciences, Patakis Publications, Athens

• Ravanis, K. (2003) Introduction to Science Education, New Technologies Publications, Athens.

Additional suggested bibliography

• Koliopoulos, D. (2004). Science Education Issues. Border,

Athena.

• Koulaidis, V. (1994) Representations of the natural world, Gutenberg, Athens.

• Driver, R., Squires, A., Rushworth, P. and Wood-Robinson, V. (1998) Building the concepts of Science Education, (Edited by Kokkotas, P.) Typothito, Athens.

Related Scientific Journals

• International Journal of Science Education

• International Journal of Science and Mathematics Education

• International Journal of Environmental and Science Education

• Journal of Research in Science Teaching

• Journal of Science Teacher Education

• Science Education

• Research in Science Education

• Journal of Science Education and Technology

• Research in Science and Technological Education

The duration of the examination is 20-30 min depending on the exact number of questions.

Background, General Knowledge, Scientific Area, Skill Development

1) distinguish important periods in art history

2) compare the main points of historical periods

3) distinguish audio and visual works of art of each period

4) design and execute teaching courses for visual arts and music in a specific period

5) create their own works of art based on the characteristics of each period in both music and visual arts

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

-Adapting to new situations

-Decision-making

-Independent work

-Teamwork

-Working in an interdisciplinary environment

-Generating new research ideas

-Respect for diversity and multiculturalism

-Respect for the natural environment

-Demonstrating social, professional and ethical responsibility and sensitivity to gender issues

-Promoting free, creative and inductive thinking

1. Ancient High Civilizations

2. Ancient Greece

3. Middle Ages

4. Renaissance

5. Byzantium

6. Baroque-Rococo

7. Classicism

8. Romanticism

9. Transition to the twentieth century-national schools

10. Impressionism-Expressionism

11. Movements of the twentieth century

12. Movements of the twentieth century

13. The twenty-first century and its upheavals

E-class

e-mail

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

Language of assessment: Greek

Evaluation methods (weighting %):

• Short answer questions 10%

• Written assignment 20%

• Oral examination 40%

• Artistic interpretation 30%

Evaluation criteria (weighting %)

• Accuracy and completeness of answers 20%

• Adequate artistic creation 50%

• Appropriate use of terminology 20%

• Adequacy of bibliographic references and appropriate use of bibliography 10%

–JosephMachlis, KristineForney (1996), Η απόλαυση της μουσικής, Αθήνα, fagottobooks

–Κόκκος, Αλέξης (2011), Εκπαίδευση μέσα από την τέχνη, Αθήνα, Μεταίχμιο

Background, General Knowledge, Scientific Area, Skill Development

1) distinguish the concepts of music education and music training – MA1

2) compare the main points of music pedagogical systems and theories – MA3

3) distinguish the concepts of active musical listening and creative musical processes – MA1

4) design and perform music teaching processes – MA6

5) create improvised musical games, construct improvised musical instruments and use them – MA5

6) perform instrumental accompaniment to a fairy tale, poem, literary text – MA4

7) compose their own melodies and improvise – MA6

8) develop the ability to read and write music well – MA3

9) design teaching processes for children’s songs and musical concepts and structures – MA5

10) perform correctly and with a voice of a good quality children’s songs-MA3

11) accompany rhythmically and melodically (sometimes) with simple percussion instruments a children’s song-MA4

12) are able to teach (in various ways) a children’s song-MA4

13) distinguish basic elements of music theory and history-MA4

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

-Decision-making

-Independent work

-Teamwork

-Working in an interdisciplinary environment

-Generating new research ideas

-Respect for diversity and multiculturalism

-Respect for the natural environment

-Demonstrating social, professional and ethical responsibility and sensitivity to gender issues

-Promoting free, creative and inductive thinking

1. Introduction and review of the basic elements of music theory, history and teaching I.

2. Introduction and review of the basic elements of music theory, history and teaching I.

3. Construction of improvised musical instruments (sistra, maracas, drums, bells, guitars, flutes, trumpets, tambourines, tambourines, etc.) with simple materials (plastic bottles, cardboard boxes, flower pots, rubber bands, balloons, reeds, seeds and fruits, colored paper and cardboard, etc.).

4. Accompanying children’s songs with the above improvised musical instruments.

5. Viewing and listening to different instrumental and vocal musical ensembles for children and others.

6. Active music listening for the purpose of which all “authentic” musical genres are used: Greek music (art, folk, traditional), Western music (classical, contemporary, jazz, rock), music of other peoples (Indian, Chinese, Latin American, African, etc.), children’s songs.

7. Active music listening for the purpose of which all “authentic” musical genres are used: Greek music (art, folk, traditional), Western music (classical, contemporary, jazz, rock), music of other peoples (Indian, Chinese, Latin American, African, etc.), children’s songs.

8. Music and fairy tales with musical accompaniment: songs, compositions, background music, narration and partial dramatization of well-known children’s fairy tales and musical works.

9. Music and fairy tales with musical accompaniment: songs, compositions, background music, narration and partial dramatization of well-known children’s fairy tales and musical works.

10. Music in all its historical periods and the use of compositions from them for teaching primary school children.

11. Music in all its historical periods and the use of compositions from them for teaching primary school children.

12. Creation and participation: event/ceremony.

13. Creation and participation: event/ceremony.

E-class

e-mail

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise, Bibliographic research & analysis, Tutoring, Internship (Placement), Clinical Exercise, Art Workshop, Interactive learning, Study visits, Study / creation, project, creation, project. Etc.

The supervised and unsupervised workload per activity is indicated here, so that total workload per semester complies to ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay Development Questions, Problem Solving, Written Assignment, Essay / Report, Oral Exam, Presentation in audience, Laboratory Report,Clinical examination of a patient,Artistic interpretation, Other/Others

Please indicate all relevant information about the course assessment and how students are informed 

Language of assessment: Greek

Assessment methods (weighting %):

• Short answer questions 10%

• Written assignment 20%

• Oral examination 40%

• Artistic interpretation 30% Assessment criteria (weighting %)

• Accuracy and completeness of answers 20%

• Adequate vocal and instrumental performance 50%

• Appropriate use of terminology 20%

• Adequacy of bibliographic references and appropriate use of bibliography 10%

-Κοψαλίδου, Ευαγγελία (2014),Αναπλάθοντας την «όπερα» το Παιδί  και τα Μάγια του M. Ravel μέσα από δημιουργικές μουσικές δραστηριότητες, Αθήνα, Fagottobooks.

              –JosephMachlis, KristineForney (1996), Η απόλαυση της μουσικής, Αθήνα, fagottobooks

Πρόσθετη βιβλιογραφία:https://eclass.duth.gr/courses/ALEX03212/

the course are described in section 4.

Background, General Knowledge,

Scientific Area, Skill Development

Please describe the learning outcomes of the course: Knowledge, skills and

Abilities acquired after the successful completion of the course.

·         1. To be able to plan, organize and implement an art education lesson with an interdisciplinary dimension at school. (MA4, MA5, MA6)

·         2. To recognize, utilize and apply techniques for teaching visual arts at school as well as to recognize the use of special materials and tools. (MA5)

·         3. To be able to express themselves personally through the visual arts, using their specific terminology and to evaluate their compositions according to defined criteria. (MΑ8)

·         4. To be able to observe, describe, analyze and interpret a work of art, compare it with others, understand and describe differences and similarities, in order to use them in the lesson. (MA4)

·         5. To be able to design, organize and implement a course in approaching the work of art in an experiential way.  (MA5)

·         6. To be able to recognize the stages of development of children’s design and its communicative character, as well as the value of artistic expression for the all-round and balanced development of the child’s personality. (M6, M10)

·         7. To understand and utilize the psychotherapeutic effect of the arts and their importance in educational practice. (M6, M10)

·         8. To recognize, use and transform discardable and natural materials from the environment in order to create artistic compositions, both flat and three-dimensional, in order to develop environmental awareness. (M6)

·         9. To become capable of both autonomous creative work and team collaboration. (M14)

Name the desirable general skills upon successful completion of the module

Search, analysis and synthesis of data and information,

ICT Use

Adaptation to new situations

Decision making

Autonomous work

Teamwork

Working in an international environment

Working in an interdisciplinary environment

Production of new research ideas

Project design and management

Equity and Inclusion

Respect for the natural environment

Sustainability

Demonstration of social, professional and moral responsibility and

sensitivity to gender issues

Critical thinking

Promoting free, creative and inductive reasoning

Teamwork

Promoting free, creative and inductive thinking

Respect for diversity and multiculturalism

Respect for the natural environment

The purpose of the course is to familiarize students with issues of Art Education at school.

More specifically, the 13 three-hour sessions are as follows:

1. Introduction. Elaboration of basic questions: Role and importance of Art education at school. Purpose of the course and goals for the semester. Creativity, intersectionality. First meeting with team members.

2. Experiential workshop on “The Mask-the disguise”. Their role in Culture. (Theatre, burial, religious rituals, manners and customs). The manufacture of mask for the eyes, half and full face made of cardboard. Examples of constructions made of other materials Halloween.

3. Visual arts and young children, part one. (Power point view). Experiential workshop: Design, structure, organization and implementation of a course with the “Stensil” technique. Cross-curricular objectives and its utilization at school.

4. Visual arts and young children, part two. (Power point view). Experiential workshop: Design, structure, organization and implementation of a course with the technique “Engraving with oil pastel”. Cross-curricular objectives and its utilization at school.

5. Retrospection of important milestones in art history, from Antiquity to the present day. Important artists and artistic currents, with emphasis on the 19th and 20th centuries. Connection of the work of art with the era, the social situation, technological achievements, philosophy, science, and religion.

6. Experiential workshop on: Methodology of experiential approach of the work of art. Its interdisciplinary use at school.

7. Experiential workshop on: Utilization of useless, discardable and natural materials, aiming at the development of ecological consciousness. Artistic activities and programs of Environmental education.

8. The language of drawing from toddler to adolescent: Its importance for the balanced development of the child. Psychotherapeutic dimension of creative expression. Diagnosis of peculiarities and Therapy through art.

9. Teaching art education in primary school: Visual arts books, axes, goals, interdisciplinary dimension.  The structure and organization of a lesson (power point view).

10. Experiential workshop: Construction of dolls and “emotions smiley” from waste materials.

11. Experiential workshop: Plastic with clay (dough, plasticine). Techniques, planning and organization of a lesson.

12. Preparation for Practical Training at school. Instructions for the construction of a three-dimensional mock-up.

13. Implementation of a three-hour Internship at school. Evaluation of results. Alternatively, power point view with images from previous actions.

e-Class asynchronous training platform

Email

The ways and methods of teaching are described in detail.

Lectures, Seminars, Laboratory Exercise, Field Exercise,

Bibliographic and  research analysis, Tutoring, Internship

(Placement), Clinical Exercise, Art Workshop, Interactive

learning, Study visits, Study / creation, project, creation, project.

Etc.

The supervised and unsupervised workload per activity is indicated here, so that the total workload per semester complies to

ECTS standards.

Description of the evaluation process

Assessment Language, Assessment Methods, Formative or Concluding, Multiple Choice Test, Short Answer Questions, Essay

Development Questions, Problem Solving, Written Assignment,

Essay / Report, Oral Exam, Presentation in front of an audience, Laboratory

Report, Clinical examination of a patient, Artistic interpretation,

Other/Others

Please indicate all relevant information about the course assessment and how students are informed

5. SUGGESTED BIBLIOGRAPHY

For the evaluation of the student, the following are taken into account:

1. His/ Her presence and participation in the course, the quality of the artistic constructions-compositions produced by the student (35%)

2. A written assignment on the experiential approach to the work of art and its visual approach (35%)

3. A written exam with short open-ended questions and a visual part (construction of a three-dimensional model from waste materials) (30%)

(Evaluation criteria: Ability to identify, analyze and synthesize visual elements, creative thinking, ability to combine and transform materials in a visual way, imagination, dexterity in the use of materials and tools, ingenuity and originality of ideas).

Papanikolaou Roula (1994): Painting in kindergarten and primary school, Thessaloniki: Little Prince.

Notes (documents) of the instructor.

Indicative interdisciplinary bibliography and links.

Available software of the Pedagogical Institute.

Teacher’s articles (art22.gr website).